Welcome to DT & Engineering Teaching Resources

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cropped-dtengineering-logo-square-1.jpgDesign Technology & Engineering Teaching Resources is the home of quality professional teaching & learning resources dedicated to Design Technology (DT) and Engineering.

In the spirit of the Society for Education and Training’s professional standard on collaboration this website was set up to share ideas with other teachers and educators in the design technology and engineering subject field.

6) Build positive and collaborative relationships with colleagues and learners

20) Contribute to organisational development and quality improvement through collaboration with others

Education and Training Foundation’s Professional Standards

Check out our resources on TES

Recommended Textbooks for GCSE (9-1) Design and Technology:



DT & Engineering Blog: Are you ready for the new Design and Technology GCSE (9-1)?

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Below are the books that I recommend you buy in order to prepare for the new Design and Technology GCSE (9-1):

AQA GCSE (9-1) Design & Technology 8552

AQA GCSE (9-1) Design and Technology: All Material Categories and Systems

AQA GCSE (9-1) Design and Technology: Textile-Based Materials

AQA GCSE (9-1) Design and Technology: Paper and Boards

New Grade 9-1 GCSE Design & Technology AQA Revision Guide

AQA GCSE Design & Technology All-in-One Revision and Practice (Collins GCSE 9-1 Revision)


AQA GCSE (9-1) Engineering

 

Behaviour change and justice

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Behaviour change and justice

Scenes From The Battleground

There are two contrasting elements to the way schools respond to bad behaviour and to responses to wrongdoing in society generally.

One is that of justice. Those who cause direct harm to others, undermine legitimate authority, or deliberately violate rules for their own ends, deserve negative consequences for themselves. Criminals deserve to go to prison, or pay a fine or whatever. Those who mistreat or betray those around them, whether that’s their colleagues, friends or family, deserve a diminished relationship with those around them (either temporarily, or in the worst cases permanently). Badly behaved children deserve a detention, or to lose a treat, or whatever.

The other element is behaviour change. We want undesirable behaviour to stop. We want criminals to stop committing crime. We want friends who let us down to become more reliable. We want an inconsiderate spouse to become considerate. We want a badly behaved child to…

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Evidence-Informed Teaching. Here’s what you might be doing…

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Evidence-Informed Teaching. Here’s what you might be doing…

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In a previous post, I outlined some key ideas from research that teachers should know about: Evidence-Informed Ideas Every Teacher Should Know About.

A lot of the ideas can be found by reading some of these research summaries: Teaching and Learning Research Summaries: A collection for easy access.     You could also find further ideas in the recent Impact magazine as I describe here: Impact! Superb College of Teachers journal made me think – a lot!

So, once you’ve read, engaged and started to assimilate these ideas into something coherent, what might it all start looking like in practice?   To begin with, you might be more likely to think more explicitly about the learning mechanisms at hand. You’ll want to:

  • Conspicuously enable each student to build a stronger, more extensive schema for the ideas in hand.
  • Conspicuously support students to embed knowledge in long-term memory
  • Be very aware…

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10 “unbelievable” things that used to be common in schools

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10 “unbelievable” things that used to be common in schools

Scenes From The Battleground

I asked this question on Twitter:

I have collated the most common responses. They were not necessarily the most unbelievable, to see those you should click on the above tweet and read the responses and follow this link for the “quote-tweeting” replies. (Seriously, I recommend doing this, and find out what a swimming horn was and the horrors of tracing paper loo roll).

I will count down from the 10th to the 1st most popular responses. (For what it’s worth the 11th most popular response was sherry, which was apparently drunk at interviews, when the headteacher offered it, or on Friday lunchtimes.) Numbers are very, very approximate as it’s kind of hard…

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Five Reasons to Ditch Ofsted Grades

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Five Reasons to Ditch Ofsted Grades

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Some recent conversations have made me want to return to this theme.  I really hope we can build some momentum around this issue. Here goes:

I reckon that in 50 years time, we will look back at the current Ofsted-grading era as one of the big educational blackspots of history.  Serious educationalists and policy makers will laugh in knowing horror (much as they do now about VAK) learning styles)  at the extraordinary folly of a defunct inspection regime that involved sending a tiny team of people to schools they’d never been to before for a day or two to evaluate them against a massively long list of criteria and give them an overall one-word judgement.  All of this while also projecting a national illusion that these judgements made by different people were fair, accurate, reliable and consistent across time and across the nation.  And all of that alongside the delusion…

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Understanding Assessment: A blog guide

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Understanding Assessment: A blog guide

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In my experience, assessment is widely misunderstood by a lot of people in education – which is a worry given how much of it we do and how high the stakes are with formal assessment issues.  There all kinds of confusions, false premises, false promises and circularities across the system.   There are too many people driving decisions who don’t really understand the mechanisms at work.  That’s what I see.

What we can measure, the meaning of different modes of assessment, the weight we place on assessments and the degree of reliability in data – these are all questions teachers and leaders need to explore.  Sometimes things get so mixed up it’s as if all the tools have got jumbled:

  • Your high jump is Amber; you are developing the ability to secure a high height. 
  • Your art work has a score of  4.7. This represents progress of -0.46
  • Your working-at…

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